Category Archives: Festivals

A message from long ago – Christmas

Bible base:

Luke 1:68-70; Isaiah 9:6-7

Teaching objectives:

To discover that the message that Jesus was coming from God was sent to people long before His birth.

You will need:

‘Text words’ on acetate or card
a mobile phone with the text message ‘A child is born! He will rule forever from the throne of His ancestor David.’ Set the phone to send the message to its own number when you press the ‘send’ button. Alternatively, write the words out as a letter in an envelope.
A sign saying ‘Isaiah’ to put around a pupil’s neck.

Introductory activity:

Show the pupils the following ‘texts’. Are they able to translate them?

XLnt excellent

Pls please

CuL8r see you later

Pcm please call me

LOL lots of love or laugh out loud

Bfn bye for now

Mbrsd embarrassed

Today we are used to receiving messages from people almost immediately, thanks to e-mail, text messages, telephones etc. God has been sending people messages for thousands of years, but sometimes we have to wait a long time to see exactly what God means by his messages.

Imagine we are now in the year 700 BC; that’s about 2700 years ago! Let’s meet a man who lived then, called Isaiah.

Choose a volunteer and put a sign saying ‘Isaiah’ around their neck. Choose about ten other children to come to the front at this point too; you will explain their role a little later.

About 2700 years ago, the Bible says that God sent a message to Isaiah – you can still read the message in the Bible. Today we’re going to imagine the message coming through in a form we are familiar with.

Press the ‘send’ button on your mobile phone, or ask the first person in the line to open the envelope.

Give the phone to ‘Isaiah’ to read out the message to the assembly. Encourage the pupil to pretend to be excited.

Isaiah was very excited about this news. But then he got older and older and still this promised ruler had not appeared. Imagine that this line of pupils is a long line of different generations of one family. Before Isaiah died, he passed the news on to his son, so that when God’s promise happened on earth he would see and understand.

Ask ‘Isaiah’ to tell the message to the next pupil in a loud voice and pass them the phone.

Isaiah’s son was very excited too, but then, many years later, when he too was an old man and the promised ruler had still not appeared, he told his daughter/son so that the mssage would not be forgotton.

The next pupils should pass the message along the line.

Continue to explain about the message being passed on through all the ‘generations’, asking the pupils to pass it on as you do so, until the last person has received the message and the mobile phone. Check that the message is still correct.

The people had to wait a very long time to see God’s message come true. In fact, the people who first heard the message had been dead for hundreds of years before anything happened. Christians believe that God had sent messages to other people years before too, which gave other details about what this baby would be like; for example, which family he would be part of and where he would be born.

So when, eventually, a baby was born in the right place from the right family and when some amazing things happened around the time of His birth, people remembered the things that Isaiah and the others had passed down to them. They believed that this was going to be a very special baby indeed!

Optional prayer time:

Say thank you to God for people like Isaiah who faithfully wrote down what they heard from God, to prepare people for the arrival of His Son. Thank Him that we can still read these messages for ourselves in the Bible.

Message for Mary – Christmas

Bible base:

Luke 1:26-38

Teaching objectives:

To show that Christians believe God can have surprising things to say to anyone, not just important people.

You will need:

• Twenty-one cards with the following options written on them: Mary, Bob, Joseph; In her teens, In her twenties, In her thirties; In Jerusalem, in London, In a tiny village; The king, An angel, A ghost; God, The king, Another angel; You will be a famous singer, You will marry the king, You will have a baby, The baby would be God’s Son Jesus, The baby would be a great leader, The baby would be King forever.

Introductory activity:

Run the following multiple-choice quiz either with the whole assembly or with a few volunteers at the front. (The correct answer is in capitals.)

1. How long did the 100 years war last?

a) 100 years

b) 200 years

c) 116 YEARS

2. What is a camelhair brush made of?

a) Human hair

b) Camel hair

c) SQUIRREL FUR

3. What creature are the Canary Islands named after?

a) DOGS (from Latin)

b) Canaries

c) Goldfish

4. What was King George VI’s first name?

a) Gerald

b) ALBERT

c) George

5. Where are Chinese gooseberries from?

a) China

b) NEW ZEALAND

c) Malaysia

Find out how highly the pupils have scored. There were a lot of surprises in that quiz. Today’s story involves quite a few surprises too.

Include the following paragraph if you are doing this assembly following on from ‘A message for Zechariah’:

Do you remember what Zechariah and Elizabeth, the old couple in the last assembly, were praying for? They really wanted a child, and God eventually answered their prayers when an angel came to tell them that they would have a very special son, who would prepare the way for God’s Son. The young girl in today’s story was definitely not praying for a child! She was surprised by what God chose to say to her.

We are going to build up a picture of what this person was like and then together work out the story of what happened to her.

Choose three volunteers to come to the front and help you to hold up cards that will tell the story.

Firstly, we need to find out what this mystery person’s name was.

Give each of the three pupils one of the following three names to hold up: Mary, Bob, Joseph.

Pupils should vote for which one they think the right answer is. Explain that you have already given them a clue! (i.e. you referred to ‘her’)

Tell them the correct answer and display the name ‘Mary’ at the front of the assembly hall.

Follow a similar pattern for the following facts. The correct answer is underlined in each case:

What age was she? In her teens; in her twenties; in her thirties

Where did she live? In Jerusalem; in London; in a tiny village

Mary was not an important person – probably no one outside her village even knew she existed! So, you can imagine her surprise when someone quite unexpected appeared to her one day! Who do you think it was?

Give them the following three choices: the king; an angel; a ghost

When they have guessed, tell them the correct answer and display it at the front.

What a surprise! Mary was very worried when an angel appeared before her! But the angel reassured Mary and told her not to be afraid. He said that someone more important and amazing than him was very pleased with her and wanted to give her a message. Who do you think this was?

Give them the following three choices: God, the king, another angel

When they have guessed, tell them the correct answer and display it at the front.

Mary was not expecting a message from God! She probably didn’t think that a young girl like her living in a little village was important enough for God to speak to. But God knew all about her and had a special job that only she could do.

So, what was the message? It seems quite ordinary at first, but actually it might be the most amazing message that anyone has ever received. Can you guess – or do you know – what that message was?

Give them the following three choices:

You will be a famous singer
You will marry the king
You will have a baby

When they have guessed, tell them the correct answer and display it at the front.

Mary was going to have a baby! But this would be no ordinary baby – He was someone very special indeed. You may have guessed already who it was:

Give them the following three choices:

The baby would be God’s Son, Jesus

The baby would be a great leader

The baby would be king forever.

This was a trick – all three are right! Mary’s baby was Jesus, God’s own son. But the angel also said that because Jesus was God’s son, he would lead the people and would be king forever.

Mary was just an ordinary young girl when God asked her to do a very important task for him. Mary said yes because she trusted God and wanted to do what he said.

The Bible says that no one is too ordinary or unimportant for God to be interested in them. Christians believe he has things that he wants to tell each person and things that he wants only them do.

Optional prayer time:

Say thank you that God knows everything about each person’s life. He is interested in them, no matter how unimportant they feel.

Message for Zechariah! – Advent

Bible base:

Luke 1:5-25

Teaching objectives:

To show that Christians believe God answers prayers. Sometimes the answer is unbelievable, but they believe he can be trusted.

You will need:

Chewy fruit sweets which are sold in tightly-wrapped paper.
Clothes to dress up two pupils – one boy and one girl – as old people, eg a tweed jacket, a shawl, an old-fashioned handbag, etc.
Two envelopes addressed to Zechariah, with ‘God’ written on the back as the sender’s name. One envelope should contain the words “Your wife, Elizabeth, will have a son’ and the other the words, ‘He will persuade people to turn to God and will prepare the way for God’s Son.’

Introductory activity:

If you are doing this assembly as part of a series before Christmas, ask the pupils what presents they are hoping to receive. Alternatively, at other times in the year, ask if anyone has a birthday coming up. Ask them to raise their hand if they want to tell you about the presents they would like to receive.

Ask three pupils to come to the front of the assembly hall. Ask them if they are right or left-handed. Put a chewy fruit sweet wrapped in paper in their other hand and ask them to unwrap it using only that hand. Encourage the rest of the pupils to cheer them on.

When they have finished, ask them why they kept trying to get the sweet opened. It is because they wanted to eat it. If they didn’t care, they would have given up.

Today’s story is about a man called Zechariah and his wife Elizabeth. Just like our volunteers, there was something that they really wanted. It wasn’t just a sweet however, and they had wanted this thing for many years.

Choose a boy and a girl to come to the front to be Zechariah and Elizabeth. Start to dress them up in costumes as you build up a picture of what they were like.

Zechariah and Elizabeth lived a long time ago in a hot country a long way from here, but to help us imagine them more easily, we will dress them up in modern clothes. They were also very old – older than your grandparents – so we will dress them up to look like older people.

Zechariah and Elizabeth had lived a long and good life, and had been very happy. But one thing in their life made them very sad: they had no children. They both loved children, but they had never had any of their own. Now they were so old, there was no chance they could have a child. This was the only thing in their life that really made them sad. Encourage the pupils at the front to look sad.

The Bible says that Zechariah and Elizabeth loved God very much and had always tried to obey him in everything they did. Because they loved him so much and believed that he loved them even more, they used to talk to him all the time about everything they were thinking and feeling.

They believed that God was very powerful and that he was the only one who could help them. Every day they would tell him about how much they wanted a child.

Zechariah was a priest, and one day he was in the temple on his own, praying to God when something amazing happened: an angel appeared! Zechariah was very afraid, but the angel told him not to be. He was sent from God to give Zechariah a message.

Give one of the envelopes addressed to ‘Zechariah’ to your volunteer. Ask them to open it and read what it says:

‘Your wife, Elizabeth, will have a son.’

At last, here was an answer to their prayers! But that was not the end of the message.

Give the pupil the second envelope to read out:

‘He will persuade people to turn to God and will prepare the way for God’s son.’

God had heard their prayers and had answered them, but his answer was even better than they had imagined. Not only would Elizabeth have a baby, but this baby would have a very special job, preparing people for God’s son, Jesus.

The message was so amazing that Zechariah found it very hard to believe. Elizabeth was so old! But Elizabeth believed the message for one simple reason.

Ask ‘Elizabeth’ to check on the back of the envelope to see who the message is from and tell the rest of the assembly.

Elizabeth knew they could trust this message because it was from someone they knew: God. She knew that God loved them and wouldn’t lie to them. Now God had answered their prayer in an amazing way!

Luke’s Gospel is an exciting message to Theophilus (only mention Theophilus if you have already done the previous assembly) and to us, but this is the first exciting message within his story. Christians believe it is a message that shows us that God is in touch with people and answers their prayers in more incredible ways than they could ever imagine. Elizabeth’s son was John the Baptist, sent to prepare people for an even more exciting message still to come.

Optional prayer time:

Give thanks that God heard Zechariah and Elizabeth’s prayers and answered them. Thank him that he is still in touch with people today.

The light of the world – Christmas

Topic:

Christmas

Aim

To think about the significance of light for Christians at Christmas, a festival which is all about the birth of Jesus, the Light of the World.
To consider ways in which we can show the qualities of ‘light’ in our lives.

Things you’ll need

Flip chart or similar divided into 2 columns– one labelled ‘light’, the
other labelled ‘dark’
A note pad and pencil
Words which fit the categories ‘light’ or ‘dark’ (eg love, peace, kindness, fear, lies, fighting etc) written clearly on separate strips of card or paper. Include the words ‘God’ and ‘Jesus’. You may like to have some spare strips ready so you can add other words during the assembly.
Blu-tack
A candle and matches

Bible Base

1 John 1:5
Luke 2:32
John 8:12

Content

1 Show the flip chart with the two columns labelled ‘light’ and ‘dark’. Talk about words linked with light and darkness (eg sunshine, shadows, lightning, night-time). Ask the children for their suggestions and jot them down as a reminder for yourself of what they have said.

2 Ask them to show you whether they think these words belong in the ‘light’ or the ‘dark’ column, in the following way. As you call out the words they have suggested they must either:

put their hands over their eyes to show the word belongs in the ‘dark’ column;
flick their hands open and closed in front of their eyes to show the word belongs in the ‘light’ column.

3 Introduce another way of thinking about light and darkness. Show the words on the cards you prepared before the assembly (love, fear etc) one at a time. Explain any they don’t understand. Ask the children which column each card belongs in and then stick it in the appropriate place using Blu-tack.

4 Explain that Christians believe that ‘God’ should go in the ‘light’ section because the Bible says: ‘God is light, and in him there is no darkness at all’ (1 John 1:5, Youth Bible). Ask the children if they agree with this.

5 Talk about Jesus, ‘the Light of the World’.

Explain that at Christmas time, Christians celebrate the birth of Jesus. The Bible says that when Jesus was six weeks old, Mary and Joseph took Jesus to the Temple in Jerusalem to dedicate him to God because that was the custom of his people.
There was an old man in the Temple called Simeon. When he saw Jesus, he tookh im in his arms. He said that Jesus would be a light for the people to see (Luke 2:32).
When he grew up, Jesus said, ‘I am the light of the world. The person who follows me will never live in darkness’ (John 8:12, Youth Bible).
The Bible shows that Jesus was a man who was loving and kind, a good man who helped people and spoke the truth, a man of joy and peace. (You could remind the children of some examples from Jesus’ life).

6 If the children think these things written about Jesus are true, which side of the chart should ‘Jesus’ should go on? Christians believe that Jesus always showed these qualities of ‘light’ in his life and never those of ‘darkness’.

Application

A Christian viewpoint

Light is special for Christians at Christmas time, because they remember the qualities of ‘light’ lived out by Jesus, as they celebrate his birth. Christians believe that following Jesus brings these qualities of ‘light’ into their lives as well.

For everyone

Look at the words you have stuck in the ‘light’ column. Ask the children which qualities of light others might see in them.

Response

1 Light the candle. Ask the children: If you go into a dark room and turn on the light, what happens to the darkness? Does the darkness ever put out the light? Christians believe that these qualities of ‘light’ are ‘stronger’ than the things that are on the ‘dark’ side, just like light is ‘stronger’ than darkness.

2 Look again at the words on the ‘light’ side. Ask the children to think about situations where they might be able to show ‘light’ in the darkness.

Surprise, Surprise! – Christmas

Topic:

Christmas

Aim

To show that Christmas is about discovering more than the birth of a baby.

Things you’ll need

3 shoe boxes with lids
Christmas wrapping paper
3 gift tags
3 presents that no one would ever want! (Eg a brick, some rubbish from the bin, an empty perfume or after-shave bottle)
Sellotape
Lots of money (notes only)
A flipchart and a pen (for the ‘Response’ time)
A Christmas wrapped box containing enough sweets for all the children in the assembly (only for the Key Stage 1 option)

Preparation

1 Wrap the boxes and the lids separately with the Christmas wrapping paper. For each box, hide some of the money between the wrapping paper and the box. The paper has to be removed during your presentation, so don’t tape the edges down too well.

2 Once you’ve wrapped the boxes, place a ‘present’ into each one and write the name of the person who will receive it onto the gift tag. Choose three adults who will be at the assembly to receive the presents, to avoid upsetting children.

Bible Base

John 3:16a

Content

1 Talk to the children about Christmas – the story of the birth of Jesus which is celebrated all over the world by millions of people.

Ask some questions to make them think about Christmas being celebrated all over the world (eg do they know which parts of the world will be hot/cold at Christmas?)
Ask if they know where we can read the story.
Explain that we give presents to each other at Christmas in the same way that the Wise Men gave their presents to Mary and Joseph for their son, Jesus. Ask if the children can remember what the gifts were.

2 Tell the children that you have gifts for three people. They are for…surprise, surprise… Read out the names on the gift tags. You could ask three children to deliver the gifts to the appropriate adults.

3 When the three people have received their presents, ask each one in turn to open them and show everyone what they have been given. Ask each person what they think of their ‘gift’! Ask them to give their honest reactions (eg ‘Rubbish!’ ‘Disgusting!’ etc). It shouldn’t take too much persuasion to encourage them to give you back your presents (and the boxes). When they do, act as if you are really disappointed about having your gifts rejected.

4 Once all the gifts have been returned to you, let the children see you smiling as if you know something that they don’t! Then choose one of the boxes and show everyone the present (eg the brick). Put it to one side and then pull out the money which is hidden in the box and lid. As you are doing this talk to the children about how X (the name of the person who received the gift) was so busy looking at what she thought was the gift, that she managed to miss the greater present. It was there for her and she would have found it if she had only looked a bit harder. Show the money. Ask the adults who were given the gifts how they feel about their loss!

Application

A Christian viewpoint

1 Read the first part of John 3:16 from the Good News Bible:

God loved the world so much, that he gave his only Son…

Explain that the Bible teaches that this is what the Christmas story is all about. Christians believe that God gave the greatest present ever – his own son, born as a baby in Bethlehem, born so that people could be friends with God.

2 Say that today…(name your adult helpers)…looked at the presents they were given and decided to reject them. We all know what they missed out now on don’t we? Explain that the Bible teaches that God gave the gift of his Son Jesus at Christmas. Some people say ‘Thank you’ to God for his gift. Some people say ‘No thanks’. And some people are still thinking about it.

For everyone

For those who believe the Bible’s teaching about Jesus, Christmas is one of the most important times of the year. Those who don’t believe, or who are not sure, can still enjoy the presents, the parties and all the good things of Christmas and in school we can all enjoy the celebrations together.

Response

1 Ask the children what things we can enjoy together about Christmas. Using the flipchart, write down their ideas and then use them as a focus for their thoughts or prayers.

2 Allow about fifteen seconds of silence to think – or talk to God – about what has been written.

Key Stage 1 option

1 Instead of the surprise ‘horrible’ present, give a member of the staff a Christmas-wrapped box which contains enough sweets for all the children (could be expensive!).

2 Ask the children whether the person receiving the gift said ‘Thank you’. Point out that they don’t know what the gift is. It could be something really horrible. Let the member of staff open the box. Then ask him/her to show the children what the gift is, explain who it is for and when they will be allowed to eat the sweets!

3 Talk about the gift God gave at Christmas and what different responses people might make to it. (Then continue as above in the ‘Application’ section.)

Learning from the past – Remembrance Day

Topic:

Remembrance Day

Aim

To help children understand that it is important to learn from others in history.

Things you’ll need

A variety of objects on a tray covered with a tea towel for Kim’s Game.

Bible base

Daniel 5

Content

1 Ask for two volunteers to play Kim’s Game. Allow the volunteers thirty seconds to look at the objects on the tray, then cover the tray with the tea towel. Ask the volunteers to take turns to name one object at a time. See who can keep going the longest.

2 Now tell the story of Belshazzar’s feast from Daniel 5. Explain that God expected Belshazzar to learn from his grandfather, Nebuchadnezzar. Nebuchadnezzar had learnt that he was not more powerful or important than God. God expected Belshazzar to remember and learn that lesson.

The story:

King Belshazzar was a rich, powerful, proud ruler who thought he was more important than God and could do whatever he liked.

One night he gave a huge party and invited hundreds of his wealthy, important friends. There was a lot to drink and they drank too much. They didn’t care what God thought. They even drank wine from special ceremonial cups they had stolen from God’s Temple.

Suddenly, something amazing and terrifying happened. A hand appeared all by itself and began to write strange words on the wall. King Belshazzar went white. His knees knocked together. The great king was shaking with fear!

King Belshazzar sent for Daniel – who did care about what God thought, and had a special gift for understanding things like this.

Daniel told the king that he should have learnt from his grandfather, King Nebuchadnezzar. He had been a proud man who thought he was more important than God and did all sorts of evil things. God punished him. He lost his throne and became an outcast. But he had come to his senses and realised that he wasn’t as important as he had thought and he began to do things right. Then God let him become king once again.

King Belshazzar hadn’t remembered and learnt this lesson from history. He had carried on doing what he wanted, not what was right. Daniel explained to the king that the strange words written on the wall meant that God was going to punish him for all the evil things he kept on doing. The message said that his life and his kingship were over. He should have remembered what had happened to his grandfather.

That very night King Belshazzar was killed.

Application

A Christian viewpoint

God expects Christians to look back at what he as done in the past and to learn from that. Usually that means looking at the Bible, but also it means looking at what God has done in the lives of people since the Bible was written and learning from them.

For everyone

Remembrance Day is a time for us not to be like Belshazzar, but to look back and learn. We can look back and see how people hated others because of their religion or nationality. We can learn from that and decide that we will respect and be friends with those who are different from us, not hate them.

Response

Finish with this, or a similar, prayer:

Dear God, thank you for people who stand up for what is right. Thank you for people who have learnt from what others have done. Help each of us to learn from others and from what we know happened in the past. Amen.

Great timing – Harvest

Topic:

Harvest

Aim

To teach children that Christians believe God created the world.
To encourage a sense of wonder at the amazing precision and balance which sustains the plant kingdom.

Things you’ll need

An alarm clock. Check that no wall clock is visible in the assembly.
Some apples
A large card with the word ‘photoperiodism’ written on it
A knife and suitable surface on which to cut apple in half
Segments of apple, enough for a piece each for the children (optional)
A flip chart and pen

Bible Base

Genesis 1:11
Genesis 8:22
Ecclesiastes 3:1,2

Content

1 Show pupils the alarm clock. Make the alarm go off. Talk about time and how a few minutes can seem like a long time when we’re doing something we don’t like doing (like sitting still waiting for something), whereas time seems to fly by when we’re enjoying ourselves!

2 Ask all the children to stand up in silence. Say that you want them to try to judge when a minute has passed. You are going to tell them when the minute starts. They must sit down when they think the minute has passed. Praise (or give a prize to) the pupil who was closest to guessing the time correctly. Make the point that it’s hard to guess time without a clock.

3 Show the apples and ask if any of the children has an apple tree in his or her garden. Do they know when apple trees blossom? Talk about how important it is for the trees to blossom in spring so that insects can pollinate it and the fruit can grow in the warm summer months.

4 Ask the pupils how the trees know it’s spring? They never make a mistake. Explain that it’s as if each tree has a clock inside it! Hold up the clock again and explain that it’s not a clock like this. It’s more like a microscopic computer programme. Explain how in the winter it gets light quite late in the morning, and gets dark early in the evening. Then as winter turns into spring, the days start to get longer. It only changes very slowly, but the trees can tell how much daylight there is each day. When the days are exactly the right length, it’s like an alarm clock going off inside the tree and the tree starts to produce the blossom. From the blossom the fruit grows until the apples are ripe at harvest time.

5 Tell pupils that there is a long word which describes this ability trees have to tell the time. Hold up the card with the word ‘photoperiodism’ written on it. Ask if anyone can read it? Practise saying the word together.

6 Ask pupils what they think would happen if the trees didn’t have this special clock? They wouldn’t know when to produce the blossom. If the blossom came on the trees at the wrong time, the fruit wouldn’t grow and there would be no harvest.

Application

A Christian viewpoint

1 Read some of the Bible verses from the Bible base (eg Genesis 8:22, Ecclesiastes 3: 1,2)

2 The Bible teaches that it was God who made all the plants and trees. He decided the seasons and he made sure that the trees obeyed the rules. He put his clock inside them!

For everyone

Talk about how amazing the precise timing in the plant world is. Encourage a sense of wonder in the children.

Response

1 Cut one of the apples in half. Talk about the pleasure of biting into a ripe apple. If the assembly is not too large, you could pass round segments of apple for the children to eat at this moment. As they do so remind them of the precise timing that was needed for apples to exist so that we can eat and enjoy them.

2 Ask the children to help you write a prayer of thanks for a fruit of their choosing. Write their ideas up on a flipchart. You could use the pattern given in the Key Stage 1 option below. Finish the assembly by saying the prayer and inviting those who would like to do so to join in with the ‘Amen’.

Key Stage 1 option

Instead of asking the children to write their own prayer, you could finish with this one:

Thank you, Lord God…

for apple trees,

for the clock inside them so they know when it’s time to make blossom,

for the sun that makes the apples grow,

for the juicy flavour of ripe apples at harvest time. Amen.

Love – Valentines Day

Aim

To show pupils that there are different kinds of love; and to help them understand the extent of God’s love.

Bible base

Mark 12: 29-31; Luke 15:11-32; 1 Corinthians 13:4-7 – love.

You will need:

A selection of funny St Valentine’s day cards (but make sure you haven’t missed any ‘double meanings’ – teenagers won’t!)
Examples from newspapers of St Valentine’s day messages
1 Corinthians 13:4-7 copied onto large pieces of card (use a modern Bible version)
A jigsaw Jigsaw Picture (6999 downloads ) made from large pieces of card which has been cut in four, each piece showing one of ‘the four loves’: storge, philia, eros and agape.

Preparation

Prepare display cards as described.
Find out in advance from a teacher at the school if there is a widely known boy/girl relationship which the parties involved wouldn’t mind being mentioned in the assembly.

Content

St Valentine’s Day

1. Explain that St Valentine’s day is named after Valentine, a priest, who fell in love with an executioner’s daughter. Sadly, the girl was blind, but the priest miraculously restored her sight. However the emperor was displeased with him. He ordered him to be clubbled to death and then his head was chopped off!

2. Over the years it became the tradition for people to remember St Valentine and his love. Gradually it became known as the day when birds choose their mates; and then people started sending the one they loved a card.

3. Show and read out some of the St Valentine’s day cards. Then say that you have somehow managed to intercept one, sent by a boy who is present in this assembly to a girl who is here too. Read the message, inserting the names of the boy and girl (who you found out about in advance) in the appropriate places.

4. Point out that simply by the law of averages, you are far more likely to fall for a person, that that person is to fall for you. So, some people play safe and send their messages anonymously, sometimes through a newspaper. Read out some of the messages from newspapers that you have brought with you.

5. Say that another thing people think about on St Valentine’s day is kissing! Comment that you need to be careful when kissing. Ask your audience if they know these interesting facts. When you kiss:

You are using twenty-nine facial muscles;
Your heartbeat increases from seventy-two to ninety-five beats per minute;
Consequently the blood in your body races around a lot faster, so you feel warmer and your face goes redder and your lips enlarge;
You may burn up three calories and…
Some experts say your lifespan could be reduced by up to three minutes!

St Valentine’s day could damage your health! Comment that perhaps it’s easier to describe a kiss simply as the shortest distance between two people!

Love

1. Comment that all this talk of romance and kissing could lead you to think that that’s all there is to love. Certainly the media seem to concentrate on these aspects of love. But there is more to love than just these things.

2. Jesus said that the two greatest commandments were to love God with all your strength, and to love your neighbour as yourself (see Mark 12:29-31). And St Paul (who wrote a lot of what we call the Bible) said this about love…(Display 1 Corinthians 13:4-7, written on an OHP acetate.) Ask pupils: Do you think that this is a good description of the way you love others?

3. Explain that the English language has only one word for something which the ancient Greeks had four words for! If you say in English that you ‘love’ someone, it immediately has certain implications that may not have been intended. But the Greeks could express themselves rather more freely. The words they could use were:

Storge. This word, storge (display on the appropriate piece of the jigsaw), meant ‘affection’. It’s the word you might use when you say ‘I love fish and chips’, or ‘I love Llandudno’, or even, ‘I love old Mrs Jenkins, next door’. ‘Love’ used in this way doesn’t mean that you want to elope with Mrs Jenkins; it means you have a deep affection for her.
Philia. The second word the Greeks had was philia (display this next piece of the jigsaw). This word would be used to describe the feelings you have in a close friendship. It could be brotherly or sisterly love, where you have things in common with that person or are able to confide in them. It’s the kind of love you might feel for a best friend. It’s important that we are able to recognise this kind of love for one another, without it having any romantic associations.
Eros. The third word is eros (display this piece of the jigsaw). It’s the same word as the name of the little character in Piccadilly Circus, London, who fires an arrow from his bow and which appears on lots of St Valentine’s day cards. From this word we get the English word, ‘erotic’. This kind of love means the physical attraction that St Valentine’s day is about. It’s to do with the kind of feeling that makes us blush or sends shivers down our spine. It’s the sort of love that is portrayed in so many films and songs. It’s the sort of love that may lead two people to say, ‘I can’t live without you. Let’s get married.’
Agape. The ancient Greek’s fourth word for love was agape (put the last piece of the jigsaw in place). The literal meaning of this word is ‘sacrificial love’. It’s the sort of love shown when someone gives their life to save another. It’s the sort of love shown when someone gives their life to save another. It’s the sort of ‘mad’ love that keeps on loving even when it gets nothing back in return. It’s the sort of love that welcomes back an undeserving prodigal son (explain as appropriate; see Luke 15: 11-32). And every time, in the New Testament, when the love of God or Jesus is mentioned, this word – agape – is used.

Explain that the greatest act of love, according to the Bible, is Jesus’ death on the cross for the sake of people who had rejected him. In response to the question, ‘How much does God love us?’ some people have stretched out their arms (demonstrate this as a reminder of the crucifixion) and said, ‘This much.’

Application

Say that it’s the greatest thing in the world to know that you are loved. For many Christians the realisation that God loves them with this agape love – which meant Jesus dying on the cross for them – was the thing which made them want to get to know God themselves and to ‘love’ him in return.
Comment that there is a lot being said about the subject of ‘love’ at the present time. Say that you are going to finish the assembly with a few moments of quiet. Ask pupils to use this time to think about all the people, places and things that they could say they ‘love’. If they would like to, they could take this opportunity, as they think about them, to say ‘thank you’ to God for them.

All you need is love – Valentines Day

Bible base:

Matthew 22:39; 1 Corinthians 13:4–13

Aim:

To help students think about the meaning of love and about treating others with kindness.

Things you’ll need:

Flip chart and pens to write up suggestions from students.
A CD player and CDs with current songs including the word ‘love’.
Bible verses from 1 Corinthians 13:4–7 printed onto card or on PowerPoint (optional).

Preparation

Think of four or five current songs which you think students will know which include the word ‘love’ in the titles or lyrics.

Presentation

1 If possible, play a selection of current songs including the word ‘love’ as students enter the room where you’re meeting for the assembly.

2 Ask students to see how many songs they can come up with which include the word ‘love’. You could show them some CD covers as clues. Write the song titles up on a flipchart if you have one. How many can they think of?

3 Talk about the fact that love is mentioned a lot in music, in magazines, on TV etc. But what is it? For example, what does it mean to love someone? Ask for some suggestions.

4 Point out that it can mean different things at different times, depending on who you are talking about. Get the students to suggest different people we ‘love’ (eg boyfriend/girlfriend, Mum, Dad, brother, friends). Comment that the way we love these people is different depending on the kind of relationship we have with them.

5 Say that you’re going to read one description of love. Read this passage from the Bible, slowly and thoughtfully: 1 Corinthians 13:4–7. Explain that this is from the Bible and is a description of how Christians believe people should act towards others. These principles can be applied to any of our friendships and relationships. Display the verses now if you wish.

6 Talk through each element of the Bible passage, asking for practical examples of what it might mean to behave like this towards friends, parents, boyfriend/girlfriend, teacher etc.

Reflection

Invite the students to consider this commandment from the Bible about how we should care for others: ‘Love your neighbour as you love yourself.’ Matthew 22:39 (NCV)
Comment that this means we should treat people the way we would like to be treated.

Response

Ask the students to think about their own behaviour and actions. Are there times when they don’t ‘love’ others in the way you’ve just been talking about? Ask them to think about how they might need to change. Encourage them to ask God to help them to be ‘loving’ towards others today.

If you wish, you could play a quiet Christian song on the theme of love as students go out from the assembly.

Pancakes – Lent

Bible base:

Mark 8:31–38

Aim:

To help students think about the meaning of Lent.

Things you’ll need:

Two or three pancakes – made slightly thicker than usual.
A frying pan.

Preparation

Prepare your pancakes! You may only need one – the others are spares in case the first one gets broken.

Presentation

1 Ask the students what they think is special about this time of year. Help them, if necessary, towards the answer: Pancake Day!

2 Show the frying pan with one of the (cold) pancakes already in it. Ask if anyone is good at flipping pancakes. Ask for a couple of volunteers and let them try, Encourage applause for the best effort and let your volunteers sit down.

3 Now ask the students if they know the reason for Pancake Day. Encourage some answers, then briefly talk about their responses.

4 Talk about Lent, explaining that it is the time leading up to Easter. Jesus spent 40 days fasting (going without food) in the desert, thinking and praying about what God had sent him to do.

5 Explain the reason for Pancake Day. Some Christians believe that they should give up foods, as a way of showing that they are remembering Jesus’ time in the desert, spending more time praying and fasting as Jesus did. In order to clear out food from their store cupboards, people used to make pancakes. Then, during the time of Lent, they wouldn’t eat any rich foods. This tradition led to us having Pancakes on Shrove Tuesday. Ask whether any of the students are intending to give up something for Lent (eg chocolate).

6 Show the pancake to the students again. Holding it up, talk about what a wonderful thing a pancake is – it can be used for all kinds of things! Give some silly examples, acting them out as you say them, for example: ‘You could use it to shine your shoes; as a face cloth; to wash under your armpits; as a hat; to play Frisbee.’ Then say, ‘Or, you could eat it.’ Begin to eat it! You could pretend to offer it to some of your audience as well!

Reflection

Put the pancake to one side. Then talk briefly about Easter. Explain that at the first Easter time, just over 2,000 years ago, Jesus died a horrible death on a cross. He gave up his life. Christians believe that he gave up all he had in heaven to come to earth for us.
Lent is a good opportunity to take some time, like Jesus did, to think about what God wants us to do with our lives. Or, to consider if there is anything in our lives which we think God would want us to give up.
At this point, you may wish to read Mark 8:31,34–36. Explain that these are some words from the Bible about Jesus when he was talking about his death.

Response

In a short time of silence, invite the students:

to take a moment to think about how they would feel if they had to give up something very precious to them. Ask them to reflect on how Jesus gave up his life for us.
to think about what God might want them to do with their lives.
to think whether there are things in their lives – apart from chocolate – which aren’t right? Encourage students to make a decision to change, asking God’s help to do so, if they’d like to.